STEP Science
Committee
Georgia Southern University
Summer 2002
Members:
James Darrell, Georgia Southern University Dept. of Geology and Geography
John Parrish, Georgia Southern University Dept. of Biology
Nancy Marsh, Portal High School
Tony Whiddon, Statesboro High School
James LoBue (chair) Georgia Southern University Dept. of Chemistry
Introduction:
The work of the STEP Science Committee has required the consideration of all three areas: Biology, Chemistry, and Physics in its report, which is presented here. We have considered as input information, the Georgia QCCs along with the content knowledge outlined in the Praxis II exam preparation materials accompanied by the information found on the Praxis web site (Educational Testing Service). We also looked at the current content requirements in the BSED with a major in Biology, Chemistry, and Physics in order to judge the alignment of objectives with requirements in these three programs. In addition, we have considered the “National Science Standards” as outlined by the AAAS in our evaluation.
Specific Recommendations:
Based on the QCCs and the Praxis II information available, the committee feels confident that the current requirements in Chemistry and Physics satisfy the content objectives for teachers in these areas. However, the committee is concerned about the requirements in Biology. Specifically, we feel that it is essential that the three courses otherwise considered elective for the BSED with a major in Biology be made specific requirements. The specific courses recommended by the committee are Genetics, Physiology, and Ecology.
These recommendations come less from the above-mentioned input information as they do from the expertise and experience of committee members. The developments in molecular biology strongly suggest that the well-prepared teacher have a solid foundation in genetics. Further, with the global concerns for the protection of species, a course in ecology is clearly called for. Finally, students have always been interested in animals and organisms. Questions of a physiological nature are thus most often asked, and a teacher that is not adequately prepared with answers will lose credibility.
In the area of Chemistry, the committee felt that an advanced course in environmental chemistry should be a requirement rather than an elective. Further, it was questioned whether a second semester of organic chemistry should be necessary since the topic is seldom if ever covered in a first high school course or even an AP course. The conclusion is further supported by the lack of organic chemistry found in the college general chemistry (first year) sequence.
We feel, based on examination of the information we had available to us (Praxis II prep and syllabi) and the experience from one current high school physics teacher, that the current requirements for the BSED with a major in physics provide more than adequate content preparation for future teachers of physics. However, it was pointed out that anyone who is prepared to teach physics might likely be asked to teach chemistry as well. We feel that of the three electives in the BSED with a major in physics, two of those electives should be designated for the general chemistry sequence and the third might be better applied to an upper division chemistry course like analytical chemistry or one of the two semesters of physical chemistry. (Note: although these courses have one or two prerequisites the physics candidate is unlikely to have, the content within the physics major would, in most cases, provide adequate equivalency.)
General Recommendations:
We also have several general recommendations. First we feel that every perspective science teacher should be well-prepared in the conception and execution of the laboratory component of their respective science course. To this end, we propose the creation of a new “Laboratory Methods” course taught by faculty in the sciences, or taught by a sciences/education faculty partnership that focuses on the development of a coherent, pedagogically effective, hands on laboratory experience. We also suggest that the science methods courses now taught entirely within the College of Education migrate to the science departments. In addition, course credit can be obtained in the science classes in which students act as laboratory assistants in 1000 level laboratory courses. This kind of on-the-job experience should be strongly encouraged among our BSED candidates.
The AAAS National Science Teaching Standards provides a very rigorous revolutionary picture of how science should be taught in K-12 classrooms. The emphasis is on providing student-centered, hands-on learning as opposed to the typical fact-based lecture style almost universally practiced in Georgia. To this end, we feel that every teacher should have a research experience during their undergraduate careers.
Finally, we feel that every perspective science teacher should be advised by a science mentor in addition to that provided by the College of Education. Perspective science students would meet with their science mentor every semester to insure that proper attention is paid to science content. In this way, the science departments would be made aware of who exactly is a candidate for the BSED degree with a science emphasis. This information is not currently provided systematically to the science departments.
1. Establishment of a Mentoring Program composed of a content area mentor,
the student's advisor, and professor in the content areas who will track the progress of students, review curricula requirements, hold pre-praxis workshops and create/administer practice Praxis exams. The mentorship relationship will be formalized with the College of Education.
2. Each student will be required to meet each semester with his/her mentor, providing examples of test materials and samples of written work to be evaluated for content knowledge in the student's content area. Any weaknesses in the content area would be remedied by counseling or additional course work in the content area.
3. Each student will be required to take a comprehensive written examination in his/her specific content area prior to entry into student teaching. This examination, administered by the student's mentor will be used to assess any weaknesses in content preparation. Any deficiencies would be alleviated by additional course work or training in the content area.
Summary:
Specific recommendations:
Chemistry
Eliminate organic chemistry II
Require Environmental Chemistry (5000 level)
Require that students take or Physical Chemsitry and recommend
Strongly for Instrumental Analysis
Physics
For electives replace physics courses with two semester of general
chemistry and one semester of either Physical Chemistry or
Instrumental Analysis
Biology
Replace electives in biology with the following specific courses,
Genetics, Animal Physiology, Ecology
General recommendations:
Advising-a science mentor or science mentors assigned to every candidate for a BSED in science who will meet with that student at least once per semester
Methods-a new methods course should be developed that specifically addresses the needs of a LABORATORY science course. We would like to involve science faculty in the traditional methods courses to a larger extent.
Research-students should be encouraged if not required to obtain a research experience with a faculty member in their content area and/or to engage in the teaching internship (laboratory assistant) course offered in the content area.